Fen Ve Teknoloji̇/Fen Bi̇li̇mleri̇ Dersi̇nde Tahmi̇n Et-Gözle-Açikla Yöntemi̇ İle Desteklenmi̇ş Yansitici Düşünmeye Dayali Etki̇nli̇k Uygulamalarinin Başari, Kalicilik,  Madde Ve Deği̇şi̇m Öğrenme Alanina Yöneli̇k Tutum, Bi̇li̇msel Süreç Beceri̇leri̇ Ve Akademi̇k Ri̇sk Alma Davranişlarina Etki̇si̇

Sünkür, Meral Öner; ARIBAŞ, Sebahattin

doi:10.17755/esosder.674940

Cited by 5 publications

(2 citation statements)

References 38 publications

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“…Therefore, it was impossible to apply the ANCOVA test as the data did not meet the criteria requiring statistically significant relationship between the pre-test and post-test scores obtained through both surveys. In cases where the prerequisites for ANCOVA are not met, independent samples t-test can be applied to test the significance of the post-test scores of the experimental and the control groups, provided that the sample count is larger than 30 (Öner-Sünkür & Arıbaş, 2020). As the number of students in both the experimental and the control groups were lower than 30 in the present study, Mann-Whitney-U Test was applied for the two groups, as a nonparametric test.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Dialogic Reading’s Effects on Primary School 4th Graders’ Views on Values Education and Attitudes towards Reading

2023

PERR

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The present study carried out to assess dialogic reading's effects on 4 th graders' views on values education, and attitudes towards reading based on a quasi-experimental design with pre-test, post-test, and control group. The study group was comprised of 4 th graders in a primary school in Yozgat province, Turkey, in 2021-2022 academic year. Data collection tools were the "Reading Attitude Survey" and the "Student Opinions Survey on Values Education". Mann Whitney U and Wilcoxon Signed Rank tests were used to analyze data. The results revealed that dialogic reading led to statistically significant differences in the views of 4 th grade students about values education compared to traditional reading. However, no significant difference was found in children attitude towards reading.

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Section: Discussionmentioning

confidence: 99%

Analysis of Dialogic Reading’s Effects on Primary School 4th Graders’ Views on Values Education and Attitudes towards Reading

2023

PERR

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“…Bütün yansıtıcı düşünme süreçlerine karmaşa oluşturan bir problem durumu kaynaklık etmekte; ileri sürülen görüşe ilişkin karar verme ve problemin zemininde yatan olguları ortaya çıkarmaya yönelik bir inceleme ise yansıtıcı düşünmeye eşlik etmektedir (Öner Sünkür, 2013). Yansıtıcı düşünme, bireye, deneyimlerini analiz etmek ve değerlendirmek için yararlı bir bakış açısı sağlar ve bireylerin kendi gelişimlerini ilk aşamadan deneyimli hale gelene kadar takip etmelerine yardımcı olur (Moon, 2008).…”

Section: Yansıtma Ve Yansıtıcı Düşünmeunclassified

Öğretmen Eği̇ti̇mi̇nde Yansitici Düşünme Uygulamalarina İli̇şki̇n Türki̇ye’de Yapilmiş Çalişmalarin Anali̇zi̇

Eğmir

2019

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmada Türkiye'de öğretmen eğitimindeki yansıtıcı düşünme uygulamalarına dair Yükseköğretim Kurulu (YÖK) Ulusal Tez Merkezinde indekslenen lisansüstü tezleri ile Ulusal Akademik Ağ ve Bilgi Merkezi (ULAKBİM) Sosyal Bilimler Veri Tabanı ve Google Scholar arama motorunda indekslenen ulusal dergilerdeki araştırma makaleleri incelenmiştir. Bu amaçla, çalışma kapsamında 35 lisansüstü tez ve 19 makale analiz edilmiştir. Çalışmanın bulgularına göre yayınların çoğunlukla Türkçe yayımlandığı ve çalışmaların 2008 ve 2012 sonrası artış gösterdiği belirlenmiştir. Çalışmaların konuları genellikle birtakım uygulamaların yansıtıcı düşünmeye etkisi ve yansıtıcı düşünme becerisinin bazı bağımlı değişkenlere etkisi üzerine yoğunlaşmıştır. Çalışmalar sıklıkla nitel yöntem ve durum çalışması ile desenlenmiştir. Çalışmalarda genellikle doküman ve ölçeklerin veri kaynağı olarak kullanıldığı belirlenmiştir. Çalışmalarda veri analiz yöntemi olarak içerik analizi, t-testi ve non-parametrik yöntemler kullanılmıştır. Çalışmaların sonuçları incelendiğinde işe koşulan uygulamaların genellikle yansıtıcı düşünme üzerinde olumlu etki yaptığı ifade edilmiştir.

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The Effects of Studies in the Field of Science on Scientific Process Skills: A Meta-Analysis Study

KOL

Yaman

2022

Participatory Educational Research

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In this research, a meta-analysis study was conducted to determine the effect of student and teacher-centered practices in science lessons on students' scientific process skills. To this end, the literature related to the studies conducted in Turkey and abroad was searched. For this purpose, articles, master's, and doctoral theses published between 1999-2020 in national and international databases were scanned. As a result of the literature review, it was deemed appropriate to include a total of 100 studies in the meta-analysis. In the meta-analysis study, subgroup analysis was performed in the fields of science, publication year, education levels, sample size, application period and publication types. As a result of the meta-analysis, it was determined that student-centered practices had a positive effect on students' SPS in science lessons compared to teacher-centered ones. It was also found out that 93 of the 100 studies included in the study had a positive effect size and 7 had a negative effect size value. Of the positive studies, 6 were at the level of weak effect, 23 at the level of small effect, 21 at the level of medium effect, and 43 at the level of large effect. In light of the findings obtained, student-centered practices in science education appear to have a stronger effect on developing students' scientific process skills than teachercentered practices.

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Cited by 5 publications

References 38 publications

Analysis of Dialogic Reading’s Effects on Primary School 4th Graders’ Views on Values Education and Attitudes towards Reading

Analysis of Dialogic Reading’s Effects on Primary School 4th Graders’ Views on Values Education and Attitudes towards Reading

Öğretmen Eği̇ti̇mi̇nde Yansitici Düşünme Uygulamalarina İli̇şki̇n Türki̇ye’de Yapilmiş Çalişmalarin Anali̇zi̇

The Effects of Studies in the Field of Science on Scientific Process Skills: A Meta-Analysis Study

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